1 / 14

Building Skills Online:

Building Skills Online:. Exploring the effectiveness of web conferencing for continuing education Electric Dreams: 30 th A SCILITE Conference 1-4 December 2013, Macquarie University, Sy dney . Devonshire, E., Tague , G., Lewis, M. & Nicholas, M. The University of Sydney.

egan
Download Presentation

Building Skills Online:

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Building Skills Online: Exploring the effectiveness of web conferencing for continuing education Electric Dreams: 30th ASCILITE Conference 1-4 December 2013, Macquarie University, Sydney Devonshire, E., Tague, G., Lewis, M. & Nicholas, M. The University of Sydney

  2. Educational context All health professionals need to undertake continuing education to maintain currency and/ordevelop new skills following graduation Why is this important in the context of pain management? • Effective management of pain is a major concern (medically, economically, politically) - it is the 3rd highest cost of all chronic conditions in Australia • Many health professionals managing patients with persistent pain mainly focus on pain relief NOT strategies for living with pain • Barriers to conducting a comprehensive, biopsychosocial assessment of patients with persistent pain are: • Lack of confidence in applying this approach due to limited exposure and specific training • Constraints (eg workforce culture, lack of managerial support) that inhibit transfer of training to the workplace

  3. Online skills development • Why use webinars for skills training? • Busy professionals /time poor • Web-conferencing format enables: • access after hours – anywhere, anytime • access to expertise without the cost of travel, accommodation etc. • opportunity for real time interaction/feedback (teacher and participants) • networking with other like-minded professions working in the field • What are the design considerations for online skills training? • provision of learning supports and scaffolds • progression of content and opportunities for participant feedback/review of skills • opportunities to practice skills in workplace setting

  4. Research plan Aim: To examine the design, implementation and outcomes of four (4) separate webinar programs in 2013 Questions: • What are the benefits and challenges of using of web-conferencing software for skills development training? • How did the structure and content of the program enable knowledge development and skills transfer? • What modifications are needed to enhance the program and its outcomes? • How might this training methodology be utilised in other training contexts? Methodology: A modified version of Kirkpatrick’s Evaluation Model to frame the process of data collection

  5. Evaluation framework: levels of analysis • Improvement in student learning/performance as a direct result of the educational intervention • Wider changes in the organizational/delivery of care, attributable to an educational program • Documents the transfer of learning to the workplace or willingness of learners to apply new knowledge and skills • Knowledge = acquisition of concepts/procedures/principles • Skills = acquisition of thinking/problem-solving/psychomotor/social skills • Outcomes here relate to changes in the reciprocal attitudes or perceptions between participant groups toward intervention/simulation. • Learner’s views on learning experience, its organization, presentation, content, teaching methods & aspects of the instructional organization, materials, quality Steinert et al, Medical Teacher 2006

  6. Data collection strategies • Data collection to review process, impact and outcome of webinar training

  7. Structure: webinar program Session 1: Patient assessment & case formulation Teaching & Learning Process Session 2: Explaining case formulation Session 3: Identifying SMART Goals Session 4: Implementation of Treatment Plan Session 5: Management & Maintenance Note: each webinar SESSION is divided into 3 main parts Participant reflection/feedback on skills practice (45mins) New session content each week (40mins) Homework (reading/skills practice) for next session (5mins) Each webinar PROGRAM comprised 5 sessions (1.5 hrs duration) over 10 weeks

  8. Structure: webinar program Participants practice skills in between sessions and report back to group about the experience Session 1: Patient assessment & case formulation Preparation & presentation of homework: Conduct a case formulation (workplace) Session 2: Explaining case formulation Preparation & presentation of homework: Explaining case formulation (workplace) Session 3: Identifying SMART Goals Preparation & presentation of homework: Developing SMART goals (workplace) Session 4: Implementation of Treatment Plan Preparation & presentation of homework: Self management skills & activity plan (workplace) Session 5: Management & Maintenance

  9. Implementation in 2013

  10. Interim results: level 1 – participation Completion rate: • 4 programs conducted • 35 participants (out of 37) completed requirements Participants: • Experience in pain management ranged from limited (1yr) to extensive (33 yrs) • Multidisciplinary mix in each webinar program • Homework submitted each week in majority of cases • Small numbers enabled interaction • Technical Issues: • Facilitator/participant skills in using the technology (particularly series 1 & 2) • Bandwidth issues at times (somewhat dependent on user hardware/software) – improved with restricted microphone access (series 3 & 4)

  11. Interim results: level 1 – reaction

  12. Interim results: level 2 & 3 - learning & behaviour • Confidence in using the skills • ‘I kind of dabbled with [the skills] by myself…with books…just self taught…I was wanting some authority…to make sure I really know this and how this is supposed to be…and you hear it from another dimension…so it gave me a lot of confidence’ • Learning from, with and about other professions • ‘I found it very beneficial to hear examples, particularly when people were reporting on their homework…how they used the [skills from the] previous session in their workplace…because you tend to work in your own way…and then you try to use and implement the thoughts and methods of the session…then to hear how people did it and that sort of impacted on next time … how I would do it’

  13. Interim results: level 3 & 4b - behaviour & results • Application in the workplace • ‘I was able to incorporate my learning into work practice, then have the opportunity to discuss with the facilitator and fellow students’ • Transfer of to other contexts (e.g. teaching about other chronic conditions, teaching health professionals) • ‘some ideas that came into mind…following the webinar…I was approached to do some education within my own industry and rather that the clinical [X] stuff…I actually managed to get approved something that was called ‘Difficult Conversations’…I recall very much pulling on the skills that I learnt [from the webinar]’

  14. Future plans: 2014 • Program modifications 2014 • Additional session to be added (1 month following last session - ie session 5) to provide students an opportunity to synthesise learning via a formal case presentation to other participants • Formally reflect the workload and program requirements for CPD accreditation • Review and update materials • Capacity building • Train additional facilitators • Incorporate video vignettes demonstrating skills • Continue research to gain further insights into this medium for skills development

More Related